Project Title: What Nuts Are in my Family Tree? Part 1 Grade: 1st Names: Sheila Lambert, Melanie Murphy and Germaine Burns
Project Idea: Students will interview family members from a list of interview questions generated by whole class discussion. Family members may write their answers for students but must discuss their answers with the student regarding school memories, differences in teaching and learning methods and family dynamics. Students will create a family free (template of tree provided) along with a drawing of their favorite childhood memory. Each student’s tree will be placed on a leaf for their classroom tree which will be displayed outside their classroom.
Driving Question: How are my home and school life different from my family members?
Content: Social Studeis:
1.H.1 Understand that history tells a story of how people and events changed society over time.
1.H.1.1 Explain how and why neighborhoods and communities change over time.
1.C&G.1 Understand the importance of rules
1.C&G.1.1 Explain why rules are needed in the home, school and community
C&G.1.2 Classify the roles of authority figures in the home, school and community (teacher, principal, parent)
Visual Arts:
1.V.1
Use the language of visual arts to communicate effectively.
1.V.1.1 Identify tools, media and processes.
1.V.1.2 Create original art that expresses ideas, themes, and events.
1.CX.1 Understand the global, historical, societal and cultural contexts of the visual arts.
1.CX.1.1 Recognize how visual arts are used in customs and traditions of various cultures.
1.CX.1.5 Understand that art is a reflection of the artist’s ideas, environment, and/or resources. Language Arts: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question Major Student Product: Research project, script (interview questions), oral presentation (each student will explain their tree and drawing)
Grade: 1st
Names: Sheila Lambert, Melanie Murphy and Germaine Burns
Project Idea: Students will interview family members from a list of interview questions generated by whole class discussion. Family members may write their answers for students but must discuss their answers with the student regarding school memories, differences in teaching and learning methods and family dynamics. Students will create a family free (template of tree provided) along with a drawing of their favorite childhood memory. Each student’s tree will be placed on a leaf for their classroom tree which will be displayed outside their classroom.
Driving Question: How are my home and school life different from my family members?
Content: Social Studeis:
1.H.1 Understand that history tells a story of how people and events changed society over time.
1.H.1.1 Explain how and why neighborhoods and communities change over time.
1.C&G.1 Understand the importance of rules
1.C&G.1.1 Explain why rules are needed in the home, school and community
C&G.1.2 Classify the roles of authority figures in the home, school and community (teacher, principal, parent)
Visual Arts:
1.V.1
Use the language of visual arts to communicate effectively.
1.V.1.1 Identify tools, media and processes.
1.V.1.2 Create original art that expresses ideas, themes, and events.
1.CX.1 Understand the global, historical, societal and cultural contexts of the visual arts.
1.CX.1.1 Recognize how visual arts are used in customs and traditions of various cultures.
1.CX.1.5 Understand that art is a reflection of the artist’s ideas, environment, and/or resources.
Language Arts: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
Major Student Product: Research project, script (interview questions), oral presentation (each student will explain their tree and drawing)